Student Name: Talia
Assessor: Jay Fogleman Score: 29/45
Required Revisions:
Address standards 4, 7, 8 , and 11.
Add detail to lesson plans, replacing non-sentence phrases with complete sentences.
Add descriptions of ideas to be discussed as well as questions that will be asked.
Add student resources. If this is not practice, you should develop the students handouts for the first five lessons at least.
Reorganize lesson plans so that there is one lesson per page and each lesson is linked to the lesson described on the unit plan front page.
General Notes/Comments:
Only lessons 1-3 reviewed due to insufficient detail.
Nice job sequencing activities.
Need to add detail to each plan.
Need to describe the context of each lesson in a paragraph instead of using phrases.
Lesson by Lesson Feedback:
Lesson 1 - Intro
KWL activity w/ demo
Need to include sample KWL as well as blank KWL if you're handing one out.
Another activity or demo may be needed.
Lesson 2 - Class 2 and 3 -
**Clay lab and Alkaseltzer lab
Good experiences.
Good questions.
Need to clarify instructions.
Need to include resources and teacher notes on answers, products, etc.
Please create one page per lesson plan.
Lesson 3: Liquids
Nice to have a sequence of experiences about liquids
Plans do not contain enough detail about content or procedures.
Need to add lab sheets if possible.
Need to describe classroom procedures more completely. L
Evidence/ Comments:
3. Lessons consisted with GSEs, though why particular characteristics of matter, e.g. viscosity, were chosen is not explained.
Evidence/ Comments:
3.
Evidence/ Comments:
4. Several experiences are provided for students to build their understandings.
Evidence/ Comments:
2. Little explanation of content is provided in plans. Clear definitions of solids, liquids, gases, viscosity, etc would be useful.
Evidence/Comments:
3. There are times when everyday experiences are addressed, but other opportunities are ignored.
Evidence/Comments:
3. Lessons are appropriate, though limiting some students' opportunities to work in groups is questionable.
Evidence/Comments:
1. No technology is used. Though print examples are used, it might be useful to find some video clips of different states of matter, e.g. molten steel, etc.
Evidence/Comments:
1. No materials representing ideas and concepts are included in the plans. Notes about definitions, expected student answers, possible misconceptions should be included.
Evidence/Comments
3
Evidence/Comments:
3. A variety of assessment strategies are planned, but specific questions or expectations are not included.
Evidence/Comments:
2. Spelling and organization errors. Lessons should be reorganized so that there is one lesson per page, with links to each lesson from the unit plan cover page. These links could be incorporated into the excellent lesson sequence already on the cover page.
NSTA Content Evaluation
Number
NSTA Standard
Portion of Unit Plan
Score
Evidence / Comments
1a. Content:
Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association;
Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards;
•Two Benchmark* lessons.
(* Lesson whose primary activity is conveying information)
1c.
Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure
Lesson Plans
2
1d,
understand research and can successfully design, conduct, report evaluate investigations in science.
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Inquiry Lesson Plan(s)
2
2. Nature of Science.
Candidates:
understand the historical and cultural development of science and the evolution of knowledge in their discipline;
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Lesson Plans
3
3. Inquiry
Candidates
understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge;
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Inquiry Lesson Plan(s)
2
4. Issues
Candidates
understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues;
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Unit Rationale
Lesson Plans
3
5.a General Teaching Skills
Candidates
vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding;
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Lesson Plans
3
5. c-e
Candidates
successfully organize and engage students in collaborative learning using different student group learning strategies;
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Lesson Plans
3
6. Curriculum
Candidates
understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards;
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Unit Rationale
Learning Goals
Concept Map
2
7
Community
Candidates
identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science;
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Lesson Plans
3
8. Assessment
Candidates
use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students;
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Assessment Plans
Lesson Plans
Summative Assessment
4
9. Safety
Candidates
understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials;
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.
Student Name: Talia
Assessor: Jay Fogleman
Score: 29/45
Required Revisions:
General Notes/Comments:
Lesson by Lesson Feedback:
- Lesson 1 - Intro
- KWL activity w/ demo
- Need to include sample KWL as well as blank KWL if you're handing one out.
- Another activity or demo may be needed.
- Lesson 2 - Class 2 and 3 -
**Clay lab and Alkaseltzer labEvidence/ Comments:
3. Lessons consisted with GSEs, though why particular characteristics of matter, e.g. viscosity, were chosen is not explained.Evidence/ Comments:
3.
Evidence/ Comments:
4. Several experiences are provided for students to build their understandings.
Evidence/ Comments:
Evidence/Comments:
3. There are times when everyday experiences are addressed, but other opportunities are ignored.
Evidence/Comments:
3. Lessons are appropriate, though limiting some students' opportunities to work in groups is questionable.
Evidence/Comments:
Evidence/Comments:
Evidence/Comments
3Evidence/Comments:
3. A variety of assessment strategies are planned, but specific questions or expectations are not included.Evidence/Comments:
NSTA Content Evaluation
•Overview
•Rationale
•Unpacking Learning Goals
•Concept Map
(* Lesson whose primary activity is conveying information)
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Candidates:
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Candidates
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Candidates
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Lesson Plans
Candidates
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Candidates
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Candidates
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Learning Goals
Concept Map
Community
Candidates
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Candidates
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Lesson Plans
Summative Assessment
Candidates
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.